Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology

Autor/inn/en	Williams, Mia Kim; Foulger, Teresa S.; Wetzel, Keith
Titel	Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology
Quelle	In: Journal of Technology and Teacher Education, 17 (2009) 3, S.393-418 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teachers; Educational Technology; Beginning Teachers; Student Teacher Attitudes; Attitude Change; Teacher Behavior; Computer Uses in Education; Technology Integration; Educational Innovation; Learning Strategies; Self Esteem; Comprehension; Cooperative Learning; Focus Groups; Questionnaires + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Junior teacher; Junglehrer; Attitudinal change; Einstellungsänderung; Teacher behaviour; Lehrerverhalten; Computernutzung; Instructional innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-esteem; Selbstaufmerksamkeit; Verstehen; Verständnis; Kooperatives Lernen; Fragebogen
Abstract	Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors' ideas about behaviors of 21st century teachers, and explores efforts to support their preservice teachers to join this rank. In this qualitative study, three instructors report the results of implementing a new project, the "Innovations Mini-Teach", into their course. Overall findings indicated that preservice teachers in this study 1) used a variety of strategies to learn new innovations well enough to teach or model their use to classmates, 2) expressed both a lack of confidence and lack of awareness of confidence-building experiences but indicated their confidence was strengthened by deeper understanding of the usefulness of tools and their abilities to collaborate with peers, and 3) felt they could use technology in their future classrooms, especially those who taught the innovation to others. Based on these findings implications for future research are also addressed. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10